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Students in the sandbox - developing professionals?
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Students in the sandbox - developing professionals?


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Science education remains largely stuck in a didactic mode, where information is transmitted from qualified professionals to aspiring students. Ironically, because social tool adoption by practicing scientists has been slow, many people involved in delivering science education are visitors rather than residents in social spaces, and their expertise with these tools is outstripped by the students they teach. This session will start with a whistle-stop tour of the pedagogies of online education. Participants will then discuss the barriers to tool adoption, examples of best practice, and suggestions for institutional and individual advances.

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  • 1. Students in the sandbox - developing professionals? A.J. Cann School of Biological Sciences University of Leicester UK
  • 2. Acknowledgements Jo Badge Neil Saunders
  • 3. What do you do?
    • Primary?
    • Secondary?
    • Tertiary (H.E.)?
    • Postgraduate?
    • Professionals?
  • 4. Pedagogies of Online Education
    • Martin Weller: A Pedagogy of Abundance
    • Content is free and abundant
    • Sharing is frictionless
    • Social interaction is key
    • Complexity resides in the network
    • Complexity arises because people don’t collaborate
    • The filter is significant
  • 5. Pedagogies of Online Education Graham Attwell: Vygotsky and e-learning Vygotsky’s Zone of Proximal Development - the gap between “actual development” which students can accomplish independently and the “potential development” which they can accomplish when interacting with others who are more capable peers or teachers.
  • 6. Pedagogies of Online Education
    • Terry Anderson: Connectivism
    • Learning and knowledge rests in diversity of opinions
    • Learning is a process of connecting specialized information sources
    • Learning may reside in non-human appliances
    • Capacity to know more is more critical than what is known
    • Nurturing and maintaining connections is needed to facilitate learning
    • Ability to see connections is a core skill
    • Currency (accurate, up-to-date knowledge) is the intent
    • Decision-making is itself a learning process
  • 7. That’s the way we’ve always done it
    • Too much work
    • Too many students
    • Loss of quality
    • etc
  • 8. Quality? Does online = less? More with less - is it cheaper? More with less - is it quicker? Laboratory skills?
  • 9. Personal Learning Environment Systems that help learners take control of and manage their own learning Delicious / CiteULike Google Docs Google Reader PubMed / Google Scholar etc
  • 10.  
  • 11. Personal Learning Network The people a learner interacts with and derives knowledge from - Information / technology overload - Peer networks - professional development?
  • 12. Peer networks - professional development? Friendfeed = Facebook but not Facebook Minimalist guidance Reflection Feedback Discussion (object centred)
  • 13.  
  • 14.